【作者】 魏薇；

【导师】 姚云；

【作者基本信息】 中国传媒大学 ， 应用传播学， 2007， 硕士

【摘要】 信息时代的大众媒体在人们生活中的地位越来越重要,对纷繁复杂的媒介形式与媒介内容的选择、辨别、驾驭能力也越来越成为每个现代公民应有的基本素养。这样的社会文化吁求,使得媒介素养教育在世界发达国家和地区大学逐渐被推广开来。我国国内少数高校近年来也开创性地设置了媒介素养教育选修课,但是总的来说,该课程教学模式理论研究落后于教学实践的开展。基于以上的现状,本研究采用文献资料法、内容分析法、教育经验总结法、比较研究法、个案研究法等方法,先从国内外大学媒介素养教学实践现状入手,梳理和分析出教学过程中的几个核心概念,然后通过归纳、总结出适用于大学媒介素养教育的普遍原则,并提出构建一个旨在培养批判性思维技能和素养的大学媒介素养教学模式框架。其次,通过案例分析和比较研究,对该模式的各个要素进行了详细的分析。本文发现大学媒介素养批判性思维教学模式,倡导师生在媒介素养课堂上本着平等对话、民主开放、思维批判、实效互动的原则,以多媒体的教学手段呈现专题式的教学内容,辅以形式多样、寓教于乐的创作实践活动,使得学生学会批判分析媒介文本的技能,在潜移默化中养成自发地思辩媒体、反省现状的思维习惯和人文素养。最后,笔者就该教学模式存在的问题及其推广前景作了一些反思。更多还原

【Abstract】 Since the popular media play a more and more important role in people’s life today, abilities to choose and distinguish and control contents and forms of media have become basic literacies of a modern citizen. Under this social cultural background, media literacy or media education has been spreaded increasingly in universities of many developed countries.Though a few Chinese universities have tentatively set up media literacy or media education as an optional course, in general, the theoretical study of teaching model of this course lags behind it’s teaching practice. Based on this actuality, the paper puts forward a teaching model of media education of university which aims to train critical thinking. The study uses many researching methods such as literature study, contents analysis, summarization of educational experience, comparative study, case study and so on. The paper starts with the actualities of teaching practices of media education in some representational universities of the world. Through analyzing some key concepts in process of teaching, the paper concludes the general rules of media education of university, and then puts forward a theoretical outline of teaching model of university’s media education. In succession, based on analyzing and comparing different teaching cases, the paper analyzes every element of teaching model in detail. This model points out that teachers should make use of multimedia equipments to present different media contexts in class on the principle of equal dialogue, open democracy, critical thinking, interact effect, and additionally should plan some practices of production and creation in order to train students’skills of analyzing media texts critically, and ultimately make them reflect on the media and reality spontaneously. Finally, the paper points out several insufficiencies of this teaching model and problems in the future development of media education.更多还原